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This paper presents a brief history of the education of teachers of visually handicapped students and reviews recent trends and adaptations. The author also offers some ideas for future innovations and suggests methods of implementing them.

Emphasis upon more efficient and effective use of residual vision is vital to the rehabilitation process of visually impaired adults. Labels of blindness limit motivation to use remaining vision. Personal functional needs and degree of capacity are uniquely individual characteristics which must be taken into account in learning to use residual vision to best advantage. A continuing evaluation and application of new optical, technical, and medical-surgical techniques should be an integral part of services to adults with diminished vision.

The development of an extensive body of research information pertaining to visually handicapped persons is hindered by small, heterogeneous, population samples and by the small number of studies. Four approaches to data synthesis are explored as one means of integrating and synthesizing the limited information available.

A review of the Diagnostic Assessment Procedure and related facets of the evaluation process within the Program to Develop Efficiency in Visual Functioning. Considers basic assumptions, rationale for development, administration, interpretation and use.

The rationale for a comprehensive program in visual functioning is based upon an assumed interaction between: (a) functions performed by the visual system, (b) developmental visual tasks organized in keeping with perceptual/cognitive milestones, and (c) a variety of indoor and outdoor environments.

Analysis of recent literature covering visual experiments with infants and young children documents a progression of visual functions in early development. Summaries of studies of individuals with seriously impaired vision suggest that principles which apply to visual development are as valid when the system is impaired as when there is no impairment.